Spring 2019 Illinois Assessment of Readiness Score Report … · 2019-09-11 · the same set of test items, so each student’s raw score (actual points earned on test items) is adjusted

Spring2019

Illinois Assessment of ReadinessScore Report

Interpretation Guide

SPRING 2019 IAR SCORE REPORT INTERPRETATION GUIDE iii

Table of Contents1.0 General Information for Parents and Educators ........................................ 11.1 Background ......................................................................................................................... 11.2 IAR Assessment .................................................................................................................. 11.3 Confidentiality of Reporting Results ................................................................................... 11.4 Purpose of this Guide ......................................................................................................... 12.0 Understanding the IAR Individual Student Report (ISR) ............................ 22.1 Types of Scores on the IAR ISR ........................................................................................... 2

2.1.1 Scale Score ...........................................................................................................................22.1.2 Performance Level ...............................................................................................................22.1.3 Subclaim Performance Indicators ........................................................................................2

2.2 Sample ISR (ELA/L).............................................................................................................. 32.3 Sample ISR (Mathematics).................................................................................................. 52.4 Description of Individual Student Reports.......................................................................... 7

2.4.1 General Information ............................................................................................................72.4.2 Overall Assessment Scores ..................................................................................................72.4.3 Performance by Subclaim Category .....................................................................................92.4.4 Performance by Reporting Category ....................................................................................9

3.0 Understanding the IAR School and District Reports ............................... 113.1 Purpose and Use of IAR Results ....................................................................................... 113.2 IAR School and District Reports ........................................................................................ 11

3.2.1 Types of Scores on the IAR School and District Reports ....................................................113.2.2 Scale Score .........................................................................................................................113.2.3 Performance Level .............................................................................................................113.2.4 Subclaim Performance Indicators ......................................................................................12

3.3 Sample Student Roster Report (ELA/L) ............................................................................. 123.4 Sample Student Roster Report (Mathematics) ................................................................ 133.5 Description of Student Roster Reports ............................................................................. 13

3.5.1 General Information ..........................................................................................................133.5.2 Overall Assessment Scores ................................................................................................133.5.3 Performance by Reporting Category ..................................................................................143.5.4 Performance by Subclaim Category ...................................................................................14

3.6 Sample District Summary of Schools Report (ELA/L) ........................................................ 153.7 Sample District Summary of Schools Report (Mathematics) ........................................... 163.8 Description of District Summary of Schools Reports ........................................................ 16

3.8.1 General Information ..........................................................................................................163.8.2 Overall Assessment Scores ................................................................................................163.8.3 Performance by Reporting Category ..................................................................................173.8.4 Performance by Subclaim Category ...................................................................................17

Appendices ................................................................................................. 19Appendix A Scale Score Ranges .............................................................................................. 19

SPRING 2019 IAR SCORE REPORT INTERPRETATION GUIDEiv

SPRING 2019 IAR SCORE REPORT INTERPRETATION GUIDE 1

General Inform

ationfor Parents and

Educators

1.0 General Information for Parents and Educators

1.1 BackgroundThe Illinois Assessment of Readiness (IAR) assesses progress of students in grades 3-8 in meeting the Illinois Learning Standards in English language arts and mathematics.

1.2 IAR AssessmentThe primary purpose of the IAR is to allow students to demonstrate what they know and can do in math and English language arts; assist educators in supporting student learning; make use of technology in assessments, and advance accountability at all levels; and provide a measure of college and career readiness for students.

The Spring 2019 Illinois Assessment of Readiness was administered in either computer-based or paper-based format. English language arts/literacy (ELA/L) assessments focused on writing effectively when analyzing text. Mathematics assessments focused on applying skills and concepts, understanding multi-step problems that require abstract reasoning, and modeling real-world problems with precision, perseverance, and strategic use of tools. In both content areas, students also demonstrated their acquired skills and knowledge by answering selected-response items and fill-in-the-blank items.

1.3 Confidentiality of Reporting ResultsIndividual student performance results on the IAR are confidential and may be released only in accordance with the Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Section 1232g). Aggregated student performance data are made available to the public and do not contain the names of individual students or teachers.

1.4 Purpose of this GuideThis guide provides information on the individual student reports, school reports, and district reports provided for IAR results. Section 2.0, which outlines and explains elements of the individual student report, may be shared with parents. This section will help parents understand their child’s test results. Section 3.0 outlines and explains elements of the school and district reports. Individual state policies and calculations for accountability reporting may differ from the policies and calculations used for assessment reports.

Sample reports included in this guide are for illustration purposes only. They are provided to show the basic layout of the reports and the information they provide. Sample reports do not include actual data from any test administration.

SPRING 2019 IAR SCORE REPORT INTERPRETATION GUIDE2

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2.0 Understanding the Illinois Assessment of Readiness Individual Student Report (ISR)

2.1 Types of Scores on the IAR Individual Student ReportStudent performance on the IAR is described on the individual student report using scale scores, performance levels, and subclaim performance indicators. State average results are included in relevant sections of the report to help parents understand how their child’s performance compares to that of other students.

2.1.1 Scale ScoreA scale score is a numerical value that summarizes student performance. Not all students respond to the same set of test items, so each student’s raw score (actual points earned on test items) is adjusted for the slight differences in difficulty among the various forms and administrations of the test. The resulting scale score allows for an accurate comparison across test forms and administration years within a grade or course and content area. IAR reports provide overall scale scores for English language arts/literacy and mathematics, which determine a student’s performance level. IAR scale scores range from 650 to 850 for all tests. Additionally, IAR English language arts/literacy reports provide separate scale scores for both Reading and Writing. IAR Reading scale scores range from 10 to 90, and IAR Writing scale scores range from 10 to 60.

For example, a student who earns an overall scale score of 800 on one form of the grade 8 mathematics assessment would be expected to earn an overall scale score of 800 on any other form of the grade 8 mathematics assessment. Furthermore, the student’s overall scale score and level of mastery of concepts and skills would be comparable to a student who took the same assessment the previous year or following year.

2.1.2 Performance LevelEach performance level is a broad, categorical level defined by a student’s overall scale score and is used to report overall student performance by describing how well students met the expectations for their grade level/course. Each performance level is defined by a range of overall scale scores for the assessment. There are five performance levels for the Illinois Assessment of Readiness:

• Level 5: Exceeded expectations • Level 4: Met expectations • Level 3: Approached expectations • Level 2: Partially met expectations • Level 1: Did not yet meet expectations

Students performing at levels 4 and 5 met or exceeded expectations, have demonstrated readiness for the next grade level/course and, ultimately, are likely on track for college and careers. Additional information pertaining to the test performance levels can be found in Appendix A.

Performance Level Descriptors (PLDs) describe the knowledge, skills, and practices that students should know and be able to demonstrate at each performance level in each content area (ELA/L and mathematics), and at each grade level/course. PLDs are available at https://il.mypearsonsupport.com/reporting/.

2.1.3 Subclaim Performance IndicatorsSubclaim performance indicators for the IAR are reported using graphical representations that indicate how the student performed relative to the overall performance of students who met or nearly met expectations for the content area.

https://il.mypearsonsupport.com


Understanding the IAR Individual

Student Report (ISR) Subclaim performance is reported using categories rather than scale scores or performance levels.

• Higher level readiness - represented by the letter H • Middle level readiness - represented by the letter M • Lower level readiness - represented by the letter L

2.2 Sample ISR (ELA/L)

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Student Report (ISR)

2.3 Sample ISR (Mathematics)


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Students who are ready in these four areas are successfully:

L MAJOR CONTENT M EXPRESSING MATHEMATICAL REASONING

Solving problems involving proportional relationships,adding, subtracting, multiplying and dividing withrational numbers, and linear expressions, equations,and inequalities

Creating and justifying logical mathematical solutionsand analyzing and correcting the reasoning of others

H ADDITIONAL & SUPPORTING CONTENT L MODELING & APPLICATION

Solving problems involving circumference, area,surface area, volume, statistics, and probability

Solving real-world problems, representing and solvingproblems with symbols, reasoning quantitatively, andstrategically using appropriate tools

FIRSTNAME M. LASTNAME

To stay on track for college and career readiness, students need to learn a wide range of skills, contentknowledge, and critical-thinking abilities at every grade level. Often, these develop at different rates because ofdifferences in the curricular priorities of individual teachers and schools, differences in students’ interests andout-of-school experiences, and many other factors.

The IAR describes readiness in five areas of reading and writing by placing your child's performance at either theH-Higher, M-Middle, or L-Lower level of the range for each area. Knowing your child's performance in criticalcontent domains enables you to have a more effective conversation with your child's teachers to support futureacademic growth.

H For Higher level readiness estimates, ask your teacher(s) how your child can be challenged to build evendeeper strengths both in school and at home.

M ForMiddle level readiness estimates, ask your teacher(s) how your child can be helped to exceed in thisarea through work at school and activities at home.

LFor Lower level readiness estimates, ask your teacher(s) about the additional supports your child needsat school to meet grade-level expectations and what resources are available to help you support your childat home.

Student Growth PercentileA student growth percentile compares your child's academic growth with the growth of other Illinois students over time. Agrowth percentile of 50 is average. Growth percentiles above 50 indicate greater-than-average progress. Growth percentilesbelow 50 indicated less-than-average progress.

Your child’s score this year is the same as or better than 43 percent of Illinois students who had a similar score to your child onthe assessment in a previous year(s).

A CLOSER LOOK AT FOUR AREAS OF MATHEMATICS READINESS

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Student Report (ISR)

2.4 Description of Individual Student Reports

2.4.1 General Information

A. Identification InformationAn Individual Student Report lists the student’s name, date of birth, state student ID, grade level when assessed, district name, school name, and state. The grade level when assessed is also shown in a box on the left side of the report.

B. Description of ReportThe description of the report provides the grade level assessed, content area (English language arts/literacy or mathematics) assessed, and assessment year. It also provides a general overview of the assessment and score report.

C. How to Use the ReportThis section provides guidance for how parents can use the report to start a discussion with their child’s teacher(s). It is important for parents and educators to have regular check-ins to ensure students are learning the necessary skills to stay on track. Parents can use the information in the report to understand their child’s strengths and needs and to work with educators to identify resources to support his or her education.

2.4.2 Overall Assessment Scores

D. Graphical Representation of Overall Performance: Overall Scale Score and Performance LevelThis graphic provides an illustration of the five performance levels and where the student’s overall scale score is positioned along the performance scale. The student’s score is indicated by the black triangle positioned along the range of overall scale scores that define each performance level. The ranges of overall scale scores are indicated underneath the graphic. The scale score needed to reach Performance Level 2 is 700, for Performance Level 3 it is 725, and for Performance Level 4 it is 750 for all grade levels in both ELA/L and mathematics. The scale score needed to reach Performance Level 5 varies. Also included in this section is the average overall scale score for the state and the state performance level percentages. Refer to Appendix A for the full list of scale score ranges for each performance level.

E. Your Child's ScoreThis section of the report provides information related to your child's overall scale score as well as an estimate of expected changes to that score if he/she were to take the test many times.


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F. Student Growth Percentile (SGP)

Student growth percentiles estimate individual student progress by tracking student scores from one year to the next. With a range of 1 to 99, higher numbers represent higher growth and lower numbers represent lower growth. In addition to performance levels, this information is being provided to help students, educators, and caregivers better understand student learning. Looking at both the SGP and the student’s current score provides a more comprehensive picture of what the student learned from one year to the next.

Student growth percentiles compare a student's performance to that of his or her academic peers within the state. "Academic peers" are students in the state who took a similar assessment as the stu-dent in prior year(s) and achieved a similar score. The student growth percentile indicates the percent-age of academic peers equal to or above whom the student scored higher.

On the wall in most pediatricians’ offices, there is a growth chart for height and weight. This helps one to understand where a child stands relative to other children. For example, a child whose height falls in the 45th percentile is as tall as or taller than 45% of the children at this age. Student growth percentiles are interpreted similarly, but the measurement is in terms of growth. A student’s test score in points may be below “met expectations”, but that student may have high growth (improvement in score) relative to her or his academic peers. Conversely, a student with a high test score may not have a high student growth percentile if the student did not show as much improvement over time compared to her or his academic peers.

Student growth percentiles are useful for determining how a student is performing year to year. For example, if a student’s total score in math changes from the prior year, is this meaningful or not? If the student’s growth percentile is 50, then this student shows typical growth. A student growth percentile of 50 means this student is in the 50th percentile: 50% of students had less gain in scores over time, and 50% had a greater or no gain in scores over time.

Student growth percentiles are calculated using as much data as possible. Student growth is measured relative to academic peers with similar scores. For example, a student with scores in the “met expecta-tions” category for grade 3 mathematics and grade 4 mathematics will have a percentile rank for this year’s grade 5 mathematics assessment that is based on their growth relative to peers who scored similarly (met expectations) on the mathematics assessments in grades 3 and 4. If this student does not have a score for grade 3 mathematics, then the student growth percentile will be based on a score for one prior year. If this is the first year a student has participated in this assessment, a student growth percentile calculation is not possible.

Individual Student Reports for students in grade 3 will not include student growth percentile, as these students did not participate in similiar assessments in prior years.



Student Report (ISR) 2.4.3 Performance by Subclaim Category

G. Subclaim CategoryWithin each reporting category for English language arts/literacy are specific skill sets (subclaims) students demonstrate on the IAR. Subclaims are provided for mathematics but are not listed under reporting categories as they are for English language arts/literacy. Each subclaim category includes the header identifying the subclaim, an explanatory icon representing the student’s performance, and an explanation of whether the student has met the expectations of the subclaim.

H. Subclaim Performance IndicatorsA student’s subclaim category represents how well the student performed in a subclaim. As with overall and reporting category scores, a measure of student proficiency for each subclaim is estimated on a common, underlying measurement scale. Performance in the Level 1–2 range of that scale is categorized as “Lower level readiness” performance in the Level 3 range is categorized as “Middle level readiness” and performance in the Level 4–5 range is categorized as “Higher level readiness.”

Subclaim performance is reported using categories rather than scale scores or performance levels.

• Higher level readiness - represented by the letter H • Middle level readiness - represented by the letter M • Lower level readiness - represented by the letter L

I. Description of Subclaim Performance Indicator GraphicsStudent performance for each subclaim is marked with a subclaim performance indicator.

• The letter H for the specified subclaim indicates that the student “demonstrated a higher level of readiness,” meaning that the student’s subclaim performance reflects a level of proficiency consistent with Performance Level 4 or 5. Students in this subclaim category are likely academically well prepared to engage successfully in further studies in the subclaim content area and may need instructional enrichment.

• The letter M for the specified subclaim indicates that the student “demonstrated a middle level of readiness,” meaning that the student's subclaim performance reflects a level of proficiency consistent with Performance Level 3. Students in this subclaim category likely need academic support to engage successfully in further studies in the subclaim content area.

• The letter L for the specified subclaim indicates that the student “demonstrated a lower level of readiness,” meaning that the student’s subclaim performance reflects a level of proficiency consistent with Performance Level 1 or 2. Students in this subclaim category are likely not academically well prepared to engage successfully in further studies in the subclaim content area. Such students likely need instructional interventions to increase achievement in the subclaim content area.

2.4.4 Performance by Reporting Category Note: For mathematics, reporting categories are not included. For this reason, there are no markers for J and K on the sample mathematics ISR.

J. Reporting CategoryFor English language arts/literacy, there are two reporting categories, Reading and Writing, indicated by a bold heading.

K. Performance by Reporting Category Scale ScoreFor the English language arts/literacy Individual Student Reports, student performance for each reporting category is provided as a scale score (refer to Section 2.1.1) on a scale different from the

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overall scale score. For this reason, the sum of the scale scores for each reporting category will not equal the overall scale score. For reference, this section includes scale scores for each reporting category (i.e., 10–90 for Reading and 10–60 for Writing).

As with the overall (or “summative”) scale scores, a measure of student proficiency in each reporting category is estimated on a common, underlying measurement scale. For reading, the Level 4 performance standard is set to a scale score of 50. For writing, the Level 4 performance standard is set to a scale score of 35. Thus, a student could be considered as meeting expectations in a claim by attaining 50 in reading or 35 in writing.


Understanding the IAR School and District Reports

3.0 Understanding the Illinois Assessment of Readiness School and District Reports

3.1 Purpose and Use of Illinois Assessment of Readiness Results The primary purpose of the IAR is to allow students to demonstrate what they know and can do in math and English language arts; assist educators in supporting student learning; make use of technology in assessments, and advance accountability at all levels; and provide a measure of college and career readiness for students. These reports:

• Summarize student achievement • Describe student performance relative to meeting standards • Support improvement planning (e.g., prioritize professional learning and resource decisions,

advise program alignment with academic standards, reflect on the effectiveness of school initiatives)

3.2 Illinois Assessment of Readiness School and District ReportsIn addition to Individual Student Reports, schools will receive a Student Roster Report, and districts will receive a District Summary of each School Report. These reports summarize how students in the school or district performed and are described later in this section.

3.2.1 Types of Scores on the Illinois Assessment of Readiness School and District ReportsPerformance on the IAR is described on the school and district reports using scale scores, performance levels, and subclaim performance indicators. Information about state, district, and school average results is included in relevant sections of the report to help schools and districts understand how student and school performance compares to other students and schools. In some instances, a dash (–) will appear in place of average results for a school and/or district. This indicates that there are too few students to maintain student privacy and therefore results are not reported.

3.2.2 Scale ScoreA scale score is a numerical value that summarizes student performance. Not all students respond to the same set of test items, so each student’s raw score (actual points earned on test items) is adjusted for the slight differences in difficulty among the various forms and administrations of the test. The resulting scale score allows for an accurate comparison across test forms and administration years within a grade or course and content area. IAR reports provide overall scale scores for English language arts/literacy and mathematics, which determine a student’s performance level. IAR scale scores range from 650 to 850 for all tests. Additionally, IAR English language arts/literacy reports provide separate scale scores for both Reading and Writing. IAR Reading scale scores range from 10 to 90, and IAR Writing scale scores range from 10 to 60.

For example, a student who earns an overall scale score of 800 on one form of the grade 8 mathematics assessment would be expected to earn an overall scale score of 800 on any other form of the grade 8 mathematics assessment. Furthermore, the student’s overall scale score and level of mastery of concepts and skills would be comparable to a student who took the same assessment the previous year or following year.

3.2.3 Performance LevelEach performance level is a broad, categorical level defined by a student’s overall scale score and is used to report overall student performance by describing how well students met the expectations for their grade level. Each performance level is defined by a range of overall scale scores for the assessment.


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There are five performance levels for the Illinois Assessment of Readiness:

• Level 5: Exceeded expectations • Level 4: Met expectations • Level 3: Approached expectations • Level 2: Partially met expectations • Level 1: Did not yet meet expectations

Students performing at levels 4 and 5 met or exceeded expectations, have demonstrated readiness for the next grade level/course and, ultimately, are likely on track for college and careers. Additional information pertaining to the test performance levels can be found in Appendix A.

Performance Level Descriptors (PLDs) describe the knowledge, skills, and practices that students should know and be able to demonstrate at each performance level in each content area (ELA/L and mathematics), and at each grade level/course. PLDs are available at https://il.mypearsonsupport.com/reporting/.

3.2.4 Subclaim Performance IndicatorsSubclaim performance indicators for the IAR are reported using graphical representations that indicate how the student performed relative to the overall performance of students who met or nearly met expectations for the content area. Subclaim performance is reported using categories rather than scale scores or performance levels.

• Met or Exceeded Expectations – represented by an up arrow • Approached Expectations – represented by a bidirectional arrow • Did Not Yet Meet or Partially Met Expectations – represented by a down arrow

3.3 Sample Student Roster Report (ELA/L)

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3.4 Sample Student Roster Report (Mathematics)

3.5 Description of Student Roster Reports


A. Identification InformationStudent Roster Reports list the grade level assessed, school name, district name, and state.

B. Assessment InformationThe report heading provides the content area (English language arts/literacy or mathematics) assessed, grade level assessed, and assessment year.

C. Roster of StudentsThe first column of the Student Roster Report lists all the students in the school at the specified grade level who took the assessment for the specified content area. The first three rows contain state, district, and school averages.


D. Overall Scale Score and Performance LevelThis column of the report provides the student’s overall scale score and color-coded performance level (refer to Section 3.2). Students receive a numerical score and, based on that score, are placed in one of five performance levels, with Level 5 indicating the student exceeded expectations and Level 1 indicating the student has not yet met expectations. Performance levels are indicated by the color


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highlighting behind the number. Refer to E for the color key. The first three rows contain state, district, and school averages.

E. Description of Performance Level GraphicsThis graphic provides an illustration of the five performance levels and helps to quickly show the performance level for each student's scale score.

3.5.3 Performance by Reporting Category

Note: For mathematics, reporting categories are not included. For this reason, there are no markers for F and G on the sample Mathematics Student Roster Report.

F. Reporting CategoryFor English language arts/literacy, there are two reporting category areas: Reading and Writing.

G. Performance by Reporting Category Scale ScoreFor English language arts/literacy, student performance for each reporting category is provided as a scale score (refer to Section 2.1.1) on a scale different from the overall scale score. For this reason, the sum of the scale scores for each reporting category will not equal the overall scale score. The Reporting Category scale score appears in each category area under the heading "SCORE."

Important to the IAR assessments is the ability to compare student performance to a variety of reference points. By reviewing each column, student scores can quickly be compared to the averages. The first three rows contain state, district, and school averages.

3.5.4 Performance by Subclaim Category

H. Subclaim CategoryWithin each reporting category for English language arts/literacy are specific skill sets (subclaims) students demonstrate on the IAR assessments. Subclaims are provided for mathematics as well. Each subclaim category includes the header identifying the subclaim; state, district, and school averages; and an explanatory icon representing the student’s performance.

I. Subclaim Performance IndicatorsA student’s subclaim category represents how well the student performed in a subclaim. As with overall and reporting category scores, a measure of student proficiency for each subclaim is estimated on a common, underlying measurement scale. Performance in the Level 1–2 range of that scale is categorized as “Did Not Yet Meet or Partially Met Expectations,” performance in the Level 3 range is categorized as “Approached Expectations,” and performance in the Level 4–5 range is categorized as “Met or Exceeded Expectations.”



State, district, and school subclaim performance in the first three rows is reported by the percentage (both graphically and numerically) of students who did not yet meet or partially met, approached, or met/exceeded expectations. The numerical values appearing below the graph indicate the percentage of students performing at the Did Not Yet Meet or Partially Met Expectations, Approached Expectations, and Met or Exceeded Expectations levels from left to right, respectively. Due to rounding, percentages may not total 100%.



Note: In most cases, numbers will NOT appear centered under each color.

J. Description of Subclaim Performance Indicator GraphicsStudent performance for each subclaim is marked with a subclaim performance indicator.

• An up arrow for the specified subclaim indicates that the student “Met or Exceeded Expectations,” meaning that the student’s subclaim performance reflects a level of proficiency consistent with Performance Level 4 or 5. Students in this subclaim category are likely academically well prepared to engage successfully in further studies in the subclaim content area and may need instructional enrichment.

• A bidirectional arrow for the specified subclaim indicates that the student “Approached Expectations,” meaning that the student's subclaim performance reflects a level of proficiency consistent with Performance Level 3. Students in this subclaim category likely need academic support to engage successfully in further studies in the subclaim content area.

• A down arrow for the specified subclaim indicates that the student “Did Not Yet Meet or Partially Met Expectations,” meaning that the student’s subclaim performance reflects a level of proficiency consistent with Performance Level 1 or 2. Students in this subclaim category are likely not academically well prepared to engage successfully in further studies in the subclaim content area. Such students likely need instructional interventions to increase achievement in the subclaim content area.

3.6 Sample District Summary of Schools Report (ELA/L)


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3.7 Sample District Summary of Schools Report (Mathematics)

3.8 Description of District Summary of Schools Reports


A. Identification InformationDistrict Summary of Schools Reports list the grade level, district name, and state.

B. Assessment InformationThe report heading provides the content area (English language arts/literacy or mathematics) assessed, grade level, and assessment year.

C. Number of StudentsThe first two rows contain the number of students included in reporting at the state and district levels. Subsequent rows contain the number of students included in reporting at each school within the district.


D. Percentage of Students at Each Performance LevelThe first column of the report shows the distribution of students achieving each performance level— indicated both graphically and numerically. Each section of the graph represents a performance



level, beginning with Level 1 on the left through Level 5 on the right. The numerical values appearing below the graph indicate the percentage of students in Performance Levels 1 through 5, left to right respectively. Due to rounding, percentages may not total 100%. The name of the school is listed in each row above the graph.


E. Description of Performance Level Graphics

This graphic provides an illustration of the five performance levels and helps to quickly show the percentage of students in each performance level.

F. Average Overall Scale ScoreThis column of the report provides the average overall scale score (refer to Section 3.2) for all students assessed at the school for the specified assessment on the report. The first two rows contain state and district averages.

3.8.3 Performance by Reporting Category

Note: For mathematics, reporting categories are not included. For this reason, there are no markers for G and H on the sample Mathematics District Summary of Schools Report.

G. Reporting CategoryFor English language arts/literacy, there are two reporting category areas: Reading and Writing.

H. Performance by Reporting Category Scale ScoreFor English language arts/literacy, student performance for each reporting category is provided as an average scale score (refer to Section 3.2) on a scale different from the overall scale score. For this reason, the sum of the average scale scores for each reporting category will not equal the average overall scale score. The first two rows contain state and district averages. The remaining rows contain the school averages. The Reporting Category average scale scores appear in each category area under the heading "AVE SCORE."

Important to the IAR is the ability to compare performance across many levels. By reviewing the average overall scale score column, school data can quickly be compared to the district and state averages.

3.8.4 Performance by Subclaim Category

I. Subclaim Category Within each reporting category for English language arts/literacy are specific skill sets (subclaims) students demonstrate on the IAR. Subclaims are provided for mathematics as well. Each subclaim category includes the header identifying the subclaim, as well as state, district, and school averages.

J. Subclaim Performance IndicatorsA student’s subclaim category represents how well the student performed in a subclaim. As with overall and reporting category scores, a measure of student proficiency for each subclaim is estimated on a common, underlying measurement scale. Performance in the Level 1–2 range of that scale is categorized as “Did Not Yet Meet or Partially Met Expectations,” performance in the Level 3 range is categorized as “Approached Expectations,” and performance in the Level 4–5 range is categorized as “Met or Exceeded Expectations."


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On District Summary of Schools Reports, subclaim performance for the state, district, and schools is reported by the percentage (both graphically and numerically) of students who did not yet meet or partially met, approached, or met/exceeded expectations. The numerical values appearing below the graph indicate the percentage of students performing at the Did Not Yet Meet or Partially Met Expectations, Approached Expectations, and Met or Exceeded Expectations levels from left to right, respectively. Due to rounding, percentages may not total 100%.


K. Description of Subclaim Performance Indicator GraphicsStudent performance for each subclaim is illustrated with an explanatory icon. For District Summary of Schools Reports, only the colors of the icons are used in the graphical representation under each subclaim.

• The green section (right section) of the graph for the specified subclaim indicates that the student “Met or Exceeded Expectations,” meaning that the student’s subclaim performance reflects a level of proficiency consistent with Performance Level 4 or 5. Students in this subclaim category are likely academically well prepared to engage successfully in further studies in the subclaim content area and may need instructional enrichment.

• The blue section (middle section) of the graph for the specified subclaim indicates that the student “Approached Expectations,” meaning that the student's subclaim performance reflects a level of proficiency consistent with Performance Level 3. Students in this subclaim category likely need academic support to engage successfully in further studies in the subclaim content area.

• The red section (left section) of the graph for the specified subclaim indicates that the student “Did Not Yet Meet or Partially Met Expectations,” meaning that the student’s subclaim performance reflects a level of proficiency consistent with Performance Level 1 or 2. Students in this subclaim category are likely not academically well prepared to engage successfully in further studies in the subclaim content area. Such students likely need instructional interventions to increase achievement in the subclaim content area.


Appendix

Appendix A

Scale Score Ranges


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Grade 3 ELA/LLevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-809Level 5 Cut 810 Level 5 Range 810-850







Appendix

Grade 3 MathematicsLevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-789Level 5 Cut 790 Level 5 Range 790-850






Documents

Spring 2019 Illinois Assessment of Readiness Score Report … · 2019-09-11 · the same set of test items, so each student’s raw score (actual points earned on test items) is adjusted